[social_share/] [social-bio] When planning to teach, I like to create an overall road map that helps me discern not only where I’m headed but reminds me of where I’ve been and the places I stopped or struggled along the way.  Let’s face it, almost all teachers have some degree of “content-itis.”  We love information, and lots of it.  Yet we often fail to realize when information is too much, when thinking foregoes feeling, analysis foregoes creativity, or when teaching foregoes learning.  In her book, On Looking: Eleven Walks With Expert Eyes, Alexandra Horowitz discusses how our inattentiveness to the world around us stops us from seeing the “joy of the…

[social_share/] [social-bio] In my previous post, I used the analogy of an opening scene (Footloose) to illustrate the role that the bridge-in plays in setting up expectations for further learning. To plan and facilitate active learning, I use a BOPPPS lesson plan template that I’ve modified slightly from resource provided through the Instructional Skills Workshop (ISW) Resource Network.  My version has four vertical columns labeled “what I do” (teaching methods, instructions for myself), “how to encourage students to actively engage” (notes on facilitation including examples of questions to ask students), “what my students do” (learning activities), and “intended learning objectives or outcome”.  This template forces me to plan in more…

[social_share/] [social-bio] Most teachers use the bridge-in as a means to introduce their lessons in an engaging way, build capacity and motivation to learn, or garner students’ attention or interest. I view the bridge-in as an opportunity for students to actively learn and participate in my class. This post builds on Carolyn’s analogy that the bridge-in of a lesson may be compared to the opening scenes of a movie, in which purpose, topics, or general story are introduced.  Music is a well-known cue in film: think of any movie and the music that accompanied the opening scenes of the story.  An example that springs to mind immediately is the movie,…

[social_share/] [social-bio] In preparing to teach about active learning methods this week, I came across an interesting variation of think pair share developed by Johnson, Johnson, & Smith (1991) called Formulate Share Listen Create. If you aren’t familiar with it, the think pair share is a versatile activity that can be done in many creative ways during a class.  It combines discussion with an application of course content, while providing think time for problem-solving and/or reflection. Think: ask an engaging question or pose an interesting problem; students are given a minute to think about or write down their responses Pair: Students share responses with each other and re-evaluate Share: Instructor…